Anjali Adukia (Postdoctoral 2018), Assistant Professor at the University of Chicago Harris School of Public Policy, published two articles. One paper: “Educational Investment Responses to Economic Opportunity: Evidence from Indian Road Construction,” coauthored with Sam Asher and Paul Novodad, examines how educational investment responds to increased economic opportunity and was published in American Economic Journal: Applied Economics, along with a corresponding VoxDev article on this work. The other paper “Religion and Sanitation Practices,” coauthored with Marcella Alsan, Kim Babiarz, Jeremy Goldhaber-Fiebert, and Lea Prince, was published in the World Bank Economic Review.  Additionally, Alex Eble (Postdoctoral 2019) and she received a research grant from the Institute of Education Sciences. She also joined the editorial board of Education Finance and Policy.

Hilary Barth (Postdoctoral 2003), Professor of Psychology at Wesleyan University, published four empirical articles in 2020. They are “Intuitive symbolic magnitude judgments and decision making under risk in adults,” in Cognitive Psychology; “Partition dependence in financial aid distribution to income categories,” in PLoS ONE; “Developmental change in partition dependent resource allocation behavior,” in Memory & Cognition; and “Number line estimation and standardized test performance: The left digit effect does not predict SAT math score,” in Brain and Behavior.

Chris Bennett (Dissertation 2020) has two forthcoming articles. The first, “A switch in time: The academic effects of shifting math remediation from college to high school,” is co-authored with Angela Boatman and is forthcoming at Education Finance and Policy (https://doi.org/10.1162/edfp_a_00312). The second, “Taken for granted? Effects of loan-reduction initiatives on student borrowing, admission metrics, and campus diversity,” is co-authored with Brent Evans and Chris Marsicano and is forthcoming at Research in Higher Education (https://doi.org/10.1007/s11162-020-09615-7).

Ariel Bierbaum (Dissertation 2015), Assistant Professor of Urban Studies and Planning at University of Maryland has had three academic publications released: a book chapter (with Bethany Welch and Andrea Rusli) entitled “Mindful Mapping: An integrated approach to helping youth navigate neighborhood change” in a Routledge edited volume, Handbook for Designing Public Spaces for Young People: Processes, Practices and Policies for Youth Inclusion;  two journal articles – one (with Alex Karner and Jesus Barajas) in the Journal of the American Planning Association entitled “Towards Mobility Justice: Linking Transportation and Education Equity in the Context of School Choice” and a second in the Journal of Urban Affairs entitled “Managing Shrinkage by “Right-Sizing” Schools: The Case of School Closures in Philadelphia.” She has also published a report (with Erin O’Keefe and Alisha Butler (Dissertation 2020)) for the Maryland Philanthropy Network’s School Centered Neighborhood Investment Initiative on Baltimore’s 21st Century School Building Program and community development. This fall, Dr. Bierbaum has served as a panelist at the Perspectives in Fair Housing Event Series at the University of Pennsylvania, the Association of the Collegiate Schools of Planning annual meeting, and the American Association for the Advancement of Science’s Science, Technology and Human Rights Conference.

Travis J. Bristol (Dissertation 2013; Postdoctoral 2020) published five peer-reviewed journal articles in 2020: “A tale of two types of schools: An exploration of how school working conditions influence Black male teacher turnover” in Teachers College Record “Black men teaching: Toward a theory of social isolation in organizations” in Race Ethnicity and Education; “Curricular contradictions: Negotiating between pursuing national board certification and an urban district’s direct instruction mandate” in the Harvard Educational Review (with Joy Esboldt); “Supporting ethnoracially diverse male preservice teachers of color: Evidence from an alternative teacher certification program” in the Peabody Journal of Education (with David Wallace, Sarah Manchanda, and Anthony Rodriguez); and “‘Taking care of your own’: Parochialism, pride of place, and the drive to diversify teaching” in AERA Open  (with first author James Noonan).

Tolani Britton (Dissertation 2016) published two articles. One article entitled “Do Students Who Fail to Plan, Plan to Fail? Effects of Individualized Learning Plans on Postsecondary Transitioning” (co-authored with George Spencer) is in Teachers College Record. This paper explores the use of high school college and career planning tools in postsecondary outcomes. The second paper, “Early birds: An exploration of Early College Initiative Highs Schools in NYC and college persistence,” is in the Journal of College Student Retention: Research, Theory & Practice. This paper (co-authored with Millie Symns and Vanessa Paul) measures college persistence for students who graduated from Early College Initiative (ECI) High Schools in NYC.

Maneka Deanna Brooks (Postdoctoral 2018) was tenured and promoted to Associate Professor of Reading Education at Texas State University. In addition, she was appointed to the position of Assistant Dean for Academic Affairs and Student Success in the College of Education. As Assistant Dean, she will continue with her research about bilingual adolescents while developing programs to support the academic success of transfer students and students on academic probation.

George C. Bunch (Dissertation 2003; Postdoctoral 2010) was interviewed for West Ed’s Perspectives on English Language Learning: Aída Walqui in Conversation with Leading Scholars. He also recently published several journal articles and chapters: “From ‘academic language’ to the ‘language of ideas’: A disciplinary perspective on using language in K-12 settings” (with Daisy Martin) in Language and Education; “Reenvisioning literacy development for English learners: Amplifying the curriculum, amplifying leadership” (with Aída Walqui) in the Journal of Adolescent & Adult Literacy; “’Sometimes I do not understand exactly where the difficulties are for my students’: Language and literacy for the New Mainstream in community colleges” (with Heather Schlaman, Nora Lang, and Kylie Kenner) in the Community College Review; “Preparing the ‘New Mainstream’ for college and careers: Academic and professional metagenres in community colleges” in Teaching English in the Two-Year College (TETYC); and “Policies impacting multilingual writers from high school to higher education: A guide for inquiry across contexts” (with Heather Schlaman) in Second Language Writing in Transitional Spaces: Teaching and Learning across Educational Contexts (edited by Lubie Grujicic-Alatriste and Catherine Crosby Grundleger and published by University of Michigan Press).

Brian A. Burt (Postdoctoral 2016), Assistant Professor at the University of Wisconsin-Madison, recently published two articles: “Black men in engineering graduate programs: A theoretical model of the motivation to persist,” published in Teachers College Record (this article is based in part from work done during his postdoctoral fellowship); and “Broadening participation in the engineering professoriate: Influences on Allen’s journey in developing professorial intentions,” published in the Journal of Engineering Education.

Nolan Cabrera’s (Postdoctoral 2014) article “Where’s the racial theory in Critical Race Theory?” was the most downloaded article in The Review of Higher Education in 2020. He also had an article published in The Conversation regarding the Ethnic Studies requirement in the Cal State University system, while serving as an expert witness in a racial discrimination case within a school district in the Pacific Northwest.

Elisheva Cohen (Dissertation 2017), in collaboration with her colleague Dr. Laura Wangsness Willemsen, has received an Education Research Service Project (ERSP) award from the American Educational Research Association (AERA). This award supports a longitudinal qualitative research project, “Education and Inequality in a Time of Uncertainty: Experiences of Teachers During the COVID-19 Pandemic,” which they have been conducting with elementary level teachers in a blue-collar district in the suburban Midwest since the outbreak of the pandemic in March of 2020. To support the district’s leaders in shaping their responses, supports, and messaging to teachers, students, and families, Drs. Cohen and Wangsness Willemsen will share their findings through webinars, meetings, and workshops with both administrators and teachers.

Eddie R. Cole (Postdoctoral 2015) published the book, The Campus Color Line: College Presidents and the Struggle for Black Freedom (Princeton University Press), in September 2020. His op-eds based on the book have been published in The Washington Post, Los Angeles Times, and the Chronicle of Higher Education. He has also recently appeared on BBC World News and C-Span BookTV. Additionally, in July, he joined the UCLA School of Education and Information Studies as Associate Professor of Higher Education and Organizational Change.

Jordan Conwell (Dissertation 2016; Postdoctoral 2020), of the University of Wisconsin-Madison, has published studies in Journal of Marriage and Family: “Maternal Education, Family Formation, and Child Development: The Continuing Significance of Race,” with Catherine Doren; Sociology of Education: “Race, Gender, and College Savings: Assessing Economic and Academic Factors,” with Natasha Quadlin (Dissertation 2016; Research Development Award 2020); and Urban Education: “Principals in Urban Schools Under Pressure: Relations with Parents in the Era of Test-Based Accountability,” with Simone Ispa-Landa. He has also presented research at venues including the Duke University Center for Child and Family Policy’s Early Childhood Initiative Lecture Series.

Maia Cucchiara (Postdoctoral 2012) recently published “’Sometimes you have to pop them:’ Conflict and Meaning Making in a Parenting Class” in the journal Social Problems. Data collection for this project was supported by her NAEd/Spencer Postdoctoral Fellowship. She also published an article in Sociology of Education from the same study (“’I just need a job:’ Structural Problems, Behavioral Solutions, and the Hidden Curriculum of Parenting Education”). Cucchiara was recently awarded a grant from the National Science Foundation for her study of progressive urban public high schools. The study involves intensive ethnographic research at two schools as well as site visits to 10 schools across the country. She will be seeking a postdoctoral research fellow for next year to assist with the project.

Cati V. de los Ríos (Postdoctoral 2020) has received two national awards from the Literacy Research Association (LRA), including the 2020 Early Career Achievement Award and the 2020 Arthur Applebee Award for Excellence in Research on Literacy. Cati also recently published three papers on Latinx youth reading and writing in Written Communication, Anthropology & Education Quarterly, and Journal Language, Identity and Education.

Begonia Echeverria’s (Postdoctoral 2005) film Picasso Presents Gernika” was screened by the Boise Basque Museum in November 2020. This film is a historical docudrama written by Dr. Echeverria of the University of California, Riverside’s Graduate School of Education. It is about the child refugee crisis resulting from Hitler’s 1937 bombing of the Basque town of Gernika and Picasso‘s artistic response to the bombing. The script weaves primary source material and documentation with imaginative fiction. With theatre scholar, Dr. Annika Speer, Echeverria developed a film based on a reading of the play staged at Chino Community Theatre in 2019.

Jason Ellis (Postdoctoral 2017) won the 2020 Canadian Association of Foundations of Education (CAFE) publication award for his book A Class by Themselves? The Origins of Special Education in Toronto and Beyond. He was also awarded the 2020 Canadian Historical Association Journal Prize for his article (in press) “Public School Taxes and the Remaking of Suburban Space and History: Etobicoke, 1945-54,” Journal of the Canadian Historical Association 30, no. 2 (2019).

Hilary Falb Kalisman (Dissertation 2013; Postdoctoral 2019) gave a public talk on her NAEd/Spencer Postdoctoral Fellowship project entitled “Exams in Extremis: Standardized Testing, Politics, and Crisis in the Middle East” as part of the University of Colorado Boulder’s Peak to Peak series which brings CU Boulder scholars into conversation with audiences and communities across Colorado and beyond.  She also presented on this project at the annual conferences of the Middle East Studies Association and the Association for Jewish Studies.

Alexandra Freidus (Dissertation 2017) published “‘I Didn’t Have a Lesson’: Politics and Pedagogy in a Diversifying Middle School” in Teachers College Record. Another article, “Problem Children and Children with Problems: Discipline and Innocence in a Gentrifying Elementary School,” is coming soon in the Winter 2020 issue of Harvard Educational Review.

Ryan Evely Gildersleeve (Postdoctoral 2012) assumed his new role as Associate Dean in the Morgridge College of Education at University of Denver. He also was awarded a new grant from the Spencer Foundation for his project, “Income-Share Agreements in Higher Education,” which will investigate this new finance tool and its potential to help address issues of college affordability.

Amanda Godley (Postdoctoral 2005) was appointed the Vice Provost for Graduate Studies at the University of Pittsburgh in July 2020. Her book, co-authored with Jeffrey Reaser, Critical Language Pedagogy: Interrogating Language, Dialects and Power in Teacher Education (Peter Lang, 2018), won the 2020 ELATE Richard A. Meade Award from the National Council of Teachers of English for outstanding research in ELA teacher education.

Maithreyi Gopalan (Dissertation 2017) has published new work in Science Advances. She was also awarded a research grant from the American Educational Research Association (in partnership with the William and Flora Hewlett Foundation and the American Institute of Research) to explore the impact of teacher mindsets, beliefs, and practices that enhance “deeper learning” among high-school students.

Oded Gurantz (Postdoctoral 2020) had two papers accepted in Summer 2020, in the Journal of Policy Analysis and Management and the Journal of Economic Behavior and Organization. In Fall 2020, he posted two new working papers, which have been revised and resubmitted to two of the leading AERA journals, Educational Evaluation and Policy Analysis and Educational Researcher. In this second paper, he worked closely with the California Student Aid Commission, a frequent partner and state agency responsible for billions of dollars of annual financial aid payments, to investigate how COVID is impacting the postsecondary trajectories of California’s low-income youth.

Casandra Harper (Postdoctoral 2012) co-authored an article published in the Journal of Higher Education entitled “Parents and families of first-generation college students experience their own college transition” (https://doi.org/10.1080/00221546.2019.1647583) and a related piece on parental involvement in higher education for the Sage Encyclopedia of Higher Education (http://dx.doi.org/10.4135/9781529714395.n428).

Bryan Henderson (Postdoctoral 2018) was promoted by Arizona State University to Associate Professor with tenure in May of 2020. He continues his service as an Associate Editor for the top science education research journal – the Journal of Research in Science Teaching (JRST). Henderson also continues serving as the Program Chair of the AERA Science Teaching and Learning SIG as well as an Editorial Board member for Educational Researcher (ER). Since May 2020, he is the first author on three articles accepted for publication by peer-reviewed journals, first author on a book chapter, and has had papers accepted at four different educational research conferences. This includes a lead author piece in the new book Active Learning in College Science: The Case for Evidence-Based Practice entitled: “Utilizing Technology to Support Scientific Argumentation in Active Learning Classrooms.”

Ilana Seidel Horn (Dissertation 2001; Postdoctoral 2007) received a Spencer Small Grant as a part of the COVID-19 special grant cycle. Her study, “We Have a Different Job Now”: Experienced Urban Mathematics Teachers’ Learning to Teach Online Amidst the COVID-19 Pandemic, builds on a 5-year partnership with a professional development organization that supports outstanding urban mathematics teachers. By understanding their thoughtful adaptations during pandemic teaching, the study offers insights to new ways of working that stand to support greater equity for students in mathematics classes in post-pandemic times.

Benjamin Justice (Postdoctoral 2005) is now vice president (and president-elect) of the History of Education Society.

Adam Laats (Postdoctoral 2009) published a new book with Oxford University Press. Creationism USA brings together the history of creationism with recent research about America’s long creation/evolution culture war. The book offers a new argument about the nature of that long-running dispute. After examining the landscape of American creationism, the book concludes that the battles over evolution are not actually about the science itself. Instead, evolutionary theory has become a stand-in for other issues, including traditional morality, sexuality, and patriotism.

Cynthia Lewis (Postdoctoral 2000) published the following in 2020:

Crampton, A. & Lewis, C. (2020). Artists as Catalysts: The Ethical and Political Possibilities of Teaching Artists in Literacy Classrooms. English Teaching: Practice & Critique.

This article discusses two studies of the ethical and political possibilities offered by the presence of teaching artists and visual artwork in racially and culturally diverse high school English classrooms. Both studies demonstrate new ways of feeling, being, and thinking about difference, bringing to the forefront momentary possibilities and impossibilities of complex human and nonhuman intra-actions. The provocations flowing from the visual artwork and the dialogue presented opportunities for emergent and unexpected experiences of literacy learning.

Lewis, C. (2020).  Emotion, critical literacy, and the transformation of signs: The fundamentals of language arts.  Language Arts, 97(4), 274–278.

This article focuses on the key role of emotion in processes of meaning making and transformation. Given this key role, understanding how emotion circulates in classrooms and what emotion does to signs is central to teachers and researchers of critical literacy and literary response.

Luis Leyva (Dissertation 2015; Postdoctoral 2020) published two articles based on his NSF-supported project on racial and gender equity in undergraduate calculus instruction. One article was published in Cognition & Instruction, and another article will appear in a forthcoming issue of the Journal for Research in Mathematics (JRME). Leyva will also appear in another JRME issue where his framework for exploring issues of race-gender intersectionality in mathematics education will be published. He was awarded an NSF grant that explores equitable designs of STEM instruction and curricular pathways in Hispanic-serving institutions. Leyva delivered invited presentations in various virtual conferences, including those organized by the Educators for Anti-Racism Collective and the Society for the Advancement in Biology Education Research (SABER), and will be an invited presenter at the 14th International Congress on Mathematical Education for the topic study group on equity in mathematics education.

Rosina Lozano (Postdoctoral 2012) published a retrospective article in the History of Education Quarterly, “New Directions in Latino/a/x Histories of Education: Comparative Studies in Race, Language, Law, and Higher Education.”

Leya Mathew (Dissertation 2014; Postdoctoral 2019) and Ritty Lukose (Postdoctoral 2003) have guest edited the following special section:

Mathew, L., & Lukose, R. (2020). Pedagogies of Aspiration: Anthropological Perspectives on Education in Liberalising India. South Asia: Journal of South Asian Studies, 43(4), 691-704 https://doi.org/10.1080/00856401.2020.1768466

The introduction to the special section documents emergent trends in youth educational aspirations in contemporary India. Guest edited by Mathew and Lukose, the special section curates an important set of papers that cover a range of aspirational sites from elite all girls’ high schools in North India to basic computer training for non-elite Muslim women in South India. The collection helps explain the unprecedented proliferation of educational aspiration in the context of liberalisation (market reforms) and argues that the inhabitations of liberalisation necessitate intensive self-fashioning from citizens. They call this protracted work on the self pedagogies of aspiration and the papers elaborate how diverse aspirations unsettle, and re-make, enduring pathways of social reproduction and avenues of social mobility.

Darris R. Means (Postdoctoral 2017) joined University of Pittsburgh’s School of Education faculty as an Associate Professor of Higher Education in Fall 2020. He was previously an Associate Professor at the University of Georgia.

Paul L. Morgan (Postdoctoral 2008) recently received funding from the Institute of Education Sciences for two research projects. One project will replicate and extend Paul’s prior work indicating that students who are White or English-speaking are more likely to be identified as having disabilities while attending U.S. schools than similarly situated students of color. The second project will examine the comorbidity between externalizing and internalizing problem behaviors over time as well as factors that may moderate or mediate these behavioral difficulties. Paul also is reporting on which U.S. kindergarten children are more likely to become frequent users of social networking, online gaming, or messaging technologies as they age. This study is forthcoming in Child Development. Other work recently appeared in Developmental Psychology and Exceptional Children

Margaret Nash’s (Dissertation 1999; Postdoctoral 2006) article “Entangled Pasts: Land-Grant Colleges and American Indian Dispossession,” was named in the top ten of most significant articles published in the 60-year history of History of Education Quarterly.

Janet Njelesani (Postdoctoral 2018), PhD, OTR/L, and Assistant Professor of Occupational Therapy at NYU has received one of the most prestigious awards in her field, being awarded to the American Occupational Therapy Association (AOTA) Roster of Fellows. The award recognizes occupational therapists who through their knowledge, expertise, leadership, advocacy, and guidance have made a significant contribution over time to the profession. The NAEd/Spencer Postdoctoral Fellowship supported her study on school violence against students with disabilities; this critical work contributed to her being recognized as a leading researcher in promoting social justice in the occupational therapy profession.

Nathanael Okpych (Dissertation 2015) has a forthcoming book (available 1/15/2021 by Rutgers University Press) entitled Climbing a Broken Ladder: Understanding Contributors of College Success for Youth in Foster Care. Although foster youth have college aspirations similar to their peers, fewer than one in ten ultimately complete a two-year or four-year college degree. What are the major factors that influence their chances of succeeding? Climbing a Broken Ladder advances our knowledge of what can be done to improve college outcomes for a student group that has largely remained invisible in higher education.

Raquel Otheguy (Dissertation 2013; Postdoctoral 2020) was invited to present at the 2020 Annual Conference of the Yale Gilder Lehrman Center for the Study of Slavery and Abolition in November of 2020.

Jayanti Owens (Postdoctoral 2017), an Assistant Professor of Sociology and Public Policy at Brown University, has been awarded a 2020 William T. Grant Foundation Faculty Scholars Award for her work to reduce racial disparities in school discipline and the school-to-prison pipeline. Follow Jayanti on Twitter: @JayantiOwens.

Nicole Panorkou (Postdoctoral 2017) published the article “Reasoning dynamically about the area of a rectangle: The case of Lora and Isaac” in the research journal Digital Experiences in Mathematics Education. The work presented in this article was supported by a small grant from the Spencer Foundation. Nicole also co-authored two other papers that were recently published in the practitioners’ journal Mathematics Teacher: Learning and Teaching PreK-12. These articles titled “Using Scratch programming to explore coordinates” and “Exploring the Mathematics of Gravity” and focused on Nicole’s work on designing instructional modules for integrating STEM education.

Julie R. Posselt (Postdoctoral 2015) published Equity in Science: Representation, Culture, and the Dynamics of Change in Graduate Education with Stanford University Press in September 2020. This book is the culmination of research supported by a 2015 NAEd/Spencer Postdoctoral Fellowship.

Emily Rauscher (Dissertation 2011; Postdoctoral 2017) received a grant from the Spencer Foundation to study changes in school budgets during the pandemic and implications for inequality by race and income. Rauscher’s recent publications (two co-authored with David Rangel, Assistant Professor at Brown University) have appeared in Social Forces, AERA Open, Sociology of Education, Social Science and Medicine – Population Health, and Journal of Racial and Ethnic Health Disparities.

Rob Reich (Postdoctoral 2002) assumed a new position as Associate Director at the Institute for Human-Centered Artificial Intelligence. His most recent book came out in paperback in May 2020, Just Giving: Why Philanthropy is Failing Democracy and How It Can Do Better (Princeton University Press). And his new volume, Digital Technology and Democratic Theory (edited with Lucy Bernholz and Helene Landemore) will be published by University of Chicago Press in December 2020.

Frank Reichert (Postdoctoral 2016) has taken up the position of Assistant Professor at the Faculty of Education, The University of Hong Kong, as of  December 1, 2020, where he will work in the academic unit Social Contexts and Policies of Education. Since October 2020, he also is a member of the steering committee of the Standing Group ‘Citizenship’ of the European Consortium for Political Research.

In addition, Frank has published several articles on digital literacy as well as on civic education and engagement. Using data from primary and secondary students in Hong Kong, Jin, Reichert, Cagasan, de la Torre (Postdoctoral 2006), and Law (2020) found that empirically, digital literacy can be conceived of as a general competence. Secondary students showed better digital literacy performance than primary students, and gender differences existed only among secondary students. In an analysis of secondary data collected from Hong Kong primary and secondary school students using real-world software applications, Reichert, Zhang, Law, Wong, and de la Torre (2020) found evidence supporting the claim that digital literacy is a general competence, but they also identified specific dimensions of digital literacy that were context- and tool-dependent.

Examining the data collected by the International Civic and Citizenship Education Study (ICCS), Reichert, Torney-Purta (NAEd Member), and Liang (2020) adopted socio-cultural theory and social constructivism. They found that teachers in twelve countries could be classified into four groups based on teachers’ participation in civic and social organizations. An examination of these profiles in relation to classroom practices showed that teachers who were active in a broad range of organizations were likely to provide more stimulating civic and political learning environments with potential to foster students’ active construction of civic and political understanding; these associations were strikingly similar across the twelve countries. Reichert, Lange, and Chow (2021) analyzed data from teachers in two social market regimes (Austria and Switzerland) that had participated in the ICCS. The authors found that teachers who emphasized knowledge acquisition utilized assessments in their classes more frequently; those who prioritized critical thinking and argumentation were comparatively more likely to use civically stimulating pedagogy. Finally, (Reichert, 2020) contributed an entry on media use and youth civic engagement to the International Encyclopedia of Media Psychology, edited by J. van den Bulck, D. Ewoldsen, M.-M. Mares, and E. Scharrer.

Angela Reyes (Postdoctoral 2009) published the co-edited volume: The Oxford Handbook of Language and Race, which included a co-authored introduction: “The Field of Language and Race: A Linguistic Anthropological Approach to Race, Racism, and Racialization” (both with H. Samy Alim and Paul V. Kroskrity), and a solo-authored chapter: “Coloniality of Mixed Race and Mixed Language.” She gave three invited lectures: “Southeast Asian Figures in the Postcolony and Diaspora: Language, Race, Modernity” at the Pennsylvania State University Migration Studies Project in January 2020; “Image (Into) Sequence: Colonial Photography and Racial Logics of the Philippines” at the Columbia University Seminar in American Studies in January 2020; and “Too Modern or Not Enough? Asian Figures of Modernity” at the International Linguistics Association Monthly Lecture Series in March 2020.

Gabriel Rodriguez (Dissertation 2017) has published the following:

Rodriguez, G. (2020). Suburban schools as sites of inspection: Understanding Latinx youth’s sense of belonging in a suburban high school. Equity & Excellence in Education, 53(1-2), 14-29.

Rodriguez, G. (2020). From troublemakers to pobrecitos: Honoring the complexities of survivorship of suburban Latino high school youth. Journal of Latinos and Education, 1-18.

Rodriguez, G. & González Ybarra, M. (2020). Latinx youth in the era of Trump: Political subjectivities, race, and uncertainty in suburban schools. Race, Ethnicity and Education, 1-17.

In November, he was invited to give three virtual presentations discussing Culturally Responsive & Sustaining Pedagogy and Latinx students in science education. Two of these virtual presentations were at Aurora University (a Hispanic Serving Institution in Aurora, Illinois) and the third one was at Universidad Tecnológica Equinoccial (a university in Quito, Ecuador). The first two presentations were in English and the third one in Spanish. At Aurora University, Rodriguez presented with Dr. Mariana Castro (Wisconsin Center for Education Research) and Cynthia Baeza (doctoral student in Curriculum & Instruction at UW-Madison). In the third presentation, in which they discussed the ecological knowledges of Ecuadorian Indigenous communities, Rodriguez presented with Cynthia and two Ecuadorian-American Indigenous Saraguro scholars, Mr. Luis González (UW-Madison) and Mr. Cristian Gonzalez (University of Pennsylvania).

Campbell Scribner (Postdoctoral 2018), in collaboration with Bryan Warnick (The Ohio State University), is excited to announce the publication of Spare the Rod: Punishment and the Moral Community of Schools (Chicago University Press, 2021). This book examines the history and philosophy of punishment in American schools, posing questions such as: How have concepts of discipline and punishment in schools changed over time? What purposes are they supposed to serve? And what can they tell us about our assumptions about education? They then explore the justifications. Are public school educators ever justified in punishing or disciplining students? Are discipline and punishment necessary for students’ moral education, or do they fundamentally have no place in education at all? If some form of punishment is justified in schools, what ethical guidelines should be followed? The book contends that as schools have grown increasingly bureaucratic over the last century, formalizing disciplinary systems and shifting from physical punishments to forms of spatial or structural punishments such as in-school suspension, school discipline has not only come to resemble the operation of prisons or policing, but has grown increasingly integrated with those institutions. These changes and structures are responsible for the school-to-prison pipeline. They show that these shifts disregard the unique status of schools as spaces of moral growth and community oversight, and are incompatible with the developmental environment of education.  What we need instead is an approach to discipline and punishment that fits with the sort of moral community that schools could and should be.

Roger Shouse (Postdoctoral 1995), Professor, Sichuan University and Associate Professor Emeritus, Penn State University, presented a series of invited online lectures to students and faculty at Nanjing Normal University. The lectures covered topics of educational leadership, problem finding, and strategies to help Chinese scholars advance and publish their research in English language journals. (November, 2020).

Samantha Viano (Dissertation 2017) published a synthetic review in the Review of Research in Education with concrete guidance for education researchers on how to measure and analyze data on race/ethnicity. Another study published this year focused on the preferences for working conditions among teachers in low-performing schools in the American Educational Research Journal.

Jonathan Zimmerman (Postdoctoral 1999) published The Amateur Hour: A History of College Teaching in America (Johns Hopkins University Press) in October 2020. He next book, Free Speech and Why You Should Give a Damn, will appear in April 2021 from City of Light Press, with illustrations by Pulitzer-Prize winning cartoonist Signe Wilkinson.

Chenyi Zhang (Postdoctoral 2016) received a small grant from the natural hazard center to study the COVID-19 pandemic impact on parents with young children during social-isolation time.

The report can be found at:

Zhang, Chenyi & Wei Qiu. 2020. Impact of the COVID-19 Pandemic on Parental Stress and Young Children’s Development During Physical Distancing. Natural Hazards Center Quick Response Grant Report Series, 312. Boulder, CO: Natural Hazards Center, University of Colorado Boulder. Available at: https://hazards.colorado.edu/quick-response-report/impact-of-the-covid-19-pandemic-on-parental-stress-and-young-childrens-development-during-physical-distancing

Another project, funded by a Spencer Foundation Small Grant is:

Zhang, C., & Quinn, M. F. (2020) Preschool children’s interest in early writing activities and perceptions of writing experience, the Elementary school Journal, 121,52-74


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